1.A critical study of the ways foreign language wastaught in our country and abroad.2.A good study and summing up the experience of the best foreign language teachers in different types of school.3.Experimenting with the aim of confirming theworking hypothesis that may arise during the investigation. Experimenting because more and more popular with methodologists.2.
Social and educational factors
determine in a way teachers’activity within the social attitudes towards the English language. Learningwill partly determine how much effort teachers have to put into motivatingchildren. The presence of English in community will immediately facilitate practice opportunities such as writing reviews of English films and TV programmes, keeping a diary of extra – curricular activities, outside visits,or encounter projects. Its absence creates greater but not insuperablechallenges for teachers, who will need to think about sources of authenticinput, about creating a balance of skills work to make the most productiveuse of class and out – of – class time. The educational system in whichteachers work will be influenced by cultural notions of authority whichaffect the potential roles of teachers and learners.3.
The teachers roles and responsibilities:
It is possible to identifythe teacher in a number of roles during a lesson (Pre – IntermediateChoice): As controller in eliciting nationality words; as assessor of accuracy as student try to pronounce the words; as corrector of pronunciation; as organizer in giving instruction for the pair work initiatingit monitoring it, and organizing feedback; as prompter while students areworking together and as resource if students need help with words andstructures during the pair work. General roles of instructor, organizer,counsellor, and helper. Another aspect of teaching competence is theability to manage activities and interactions successfully in the sense thatlearners knows what they need to do and why they are doing actively, aremonitored and guided when help is needed, and can work undisturbed bydiscipline problems.
TYPES OF COMPETENCESCommunicative Area1. linguistic competences
require the learning of the linguisticsystem of a language together with its levels of communication(phonetic, grammatical, lexical, stylistic). The role of metalanguage ( formation rules, definitions, linguistic terms) is not